Dealing with students’ misbehavior

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2. Teaching Technique

Based on the teaching evaluation rubric, the English Department student-teachers were supposed to be good in presenting the lesson. Their teaching should be interesting, clear, and well-organized. The transition between activities should be smooth. They also have to be able to use appropriate pace in teaching. From the mentor teacher’s written feedback, it can be seen that the student-teachers of the English Department were still weak in their teaching technique. They had problem in teaching method, teaching pace, and transition between activities.

a. Teaching Method

In the teaching evaluation rubric, the student-teachers were supposed to use interesting method when teaching. Rubio 2010 said that effective teacher should use teaching method that can help the students to achieve their goal in learning. From the mentor teacher’s written feedback, it can be seen that many student-teachers were still weak in their teaching method. Even, their method discouraged active students like what mentor teacher wrote as feedback for student- teacher B. She wrote, “Find method that is not discouraging active student.” Student-teacher B Some student-teachers of the English Department were also weak in explaining the difficult words. It can be seen from the mentor teacher’s written feedback. She wrote, “When explaining about the difficult words, don’t use direct translation. Put the words in contextual sentences and let the students guess the meaning. ” Student-teacher H A similar feedback was also given to student-teacher E and G. From the feedback, it can be seen that the student-teachers did not fulfill what the mentor teacher expected for not using direct translation and let the students guessing the meaning. 15

b. Teaching pace

Pace refers to the speed of teaching. It concerns the idea of keeping up the rate of events in the lesson so that the students are kept being involved and attentive Kyriacou, 2009. In the teaching evaluation rubric, the student-teachers were supposed to use appropriate pace when teaching. But in fact, there were still some student-teachers who did not use appropriate pace. She wrote, “Increase the speed of your teaching. Manage your time wisely .” Student-teacher I From the feedback given, it can be seen that the teaching pace of the student-teacher was too slow. The similar feedback was also given to student-teacher A and B. Supposed to be a good teacher, the student-teachers should use appropriate teaching pace. When teaching pace is too slow or too fast, attention will be easily lost Kyriacou, 2009.

c. Transition

In delivering the materials, student-teachers were also supposed to be good in ending one activity and moving to the next activities. They have to use interesting transition between activities and maintain the students’ attention. Looking at the mentor teacher’s written feedback, some student-teachers were still weak in transition. She wrote, “The significant purpose of pre-teaching is to get the students ready for the class. So, before you move on, make sure that everyone is ready to start the lesson and join the discussion .” Student-teacher B From the feedback, it can be seen that the student-teacher did not know when to move from one activity to another activity. It was contrary to the second element of transition according to Kyriacou 2009 that a good teacher should be sensitive in deciding when to move from one activity to the next activity.